These slides are from a presentation at the JISC Elearning online conference activity week session - "desperately seeking students"

1. Plymouth College of Art
Making the Most of Course
Information – Stage 2
Elaine Garcia

2. Technical, Interface and Content Domains
• Technical – Creating the XCRI-CAP feed
• Content – Creating or gather content students will to see
when choosing a course
• Interface – Displaying the information created and share
with others

3. Technical Domain
• Production of the XCRI-CAP feed
– Process redesign
– Cultural change
– Technical development
– What, Where, Who, Why, When?

4. Content Domains
Assertion:
• Art and Design is perhaps “different”
• Students want greater contextualised information
• We want to allow students to see in 3D rather than 2D
• In Stage One we had the opportunity to assess whether we
were right

5. Quiz Time
Please don’t phone,
it’s just for fun!

6. Question
Which were the most important
sources of information for
students when choosing a course?
Website Prospectus Open Day Interview Social Media
A B C D E

7. Ans. - Which were the most important sources of information
for students when choosing a course?
Website Prospectus Open Day Interview Social Media
A B C D E

8. Question
Where was the first place students
looked for information about
courses?
Search Engine Website UCAS Radio Onsite
A B C D E

9. Ans. - Where was the first place you looked for
information about courses?
Search Engine Website UCAS Radio Onsite
A B C D E

10. Question
What sort of things appeal to
students in Art and Design?

11. Ans. – What sort of things appeal to students
in Art and Design?
Hands on Resources
Course Facilities
Content
Environment
Experience
Creative
Freedom
Tutors
Other
Students
Atmosphere Group
Dynamics

12. Content Domains
What did this tell us?
• When students first look for information they go to UCAS, websites or
search engines
• BUT….
• The information they find most useful and is found via interviews
(talking to tutors)
• AND…..
• The most useful information relates to areas such as tutors,
atmosphere, environment and intangible aspects
• SO….
• We wanted to include this information within the XCRI-CAP feed

13. Content Domains
How did we do this?
• Utilising Mahara (eportfolio) for staff profiles
• Creating a public URL for each member of staff linked to
course
• This portfolio will have the following elements:
– Profile Page (public)
– CV (private)
– Research Interests (public)
– Online Gallery (public)
– Range of other customisable pages (Linkedin, twitter, academia.edu)

14. Interface Domains
• Create an aggregator site for specialist art and design
institutions to display the XCRI-CAP feed (including
extended elements)
• Provide a demonstrator for the XCRI-CAP feed
• Highlight the specialist nature of Art and Design institutions

15. Further Investigation
• We will also be considering whether any
information contained in Moodle may be able to
be provided to prospective students to give them
a better idea of what the course will be like……

16. Moodle Block
• XCRI-CAP Demonstrator
• Will provide progression opportunities to existing students
via a Moodle block which utilises the XCRI-CAP feed to
suggest “next step” courses or allow a search facility for
students from within the VLE.
• FE, Undergraduate, Postgraduate, CPD and possibly
careers…..

17. More Information….
Elaine Garcia
Head of Human and Digital Learning Environments
&
Project Manager for Making the Most of Course
Information and XCRI-CAP Demonstrator Projects
• egarcia@pca.ac.uk
• @ela1negarc1a
• Skype – ela1negarc1a